Additional Learning Needs Policy

Penllergaer Primary School Additional Learning Needs Policy The United Nations Convention on the Rights of the Child (CRC) is at the heart of our school’s planning, policies, practice and ethos. As a rights-respecting school we not only teach about children’s rights but also model rights and respect in all relationships – Linked to Article 3 (CRC) 1 A Policy for children with ALN must involve the whole school staff and reflect the principles of Penllergaer Primary School. It includes: ❖ Introduction and Definition of ALN ❖ Principles and Values – Aims and Objectives ❖ Roles and Responsibilities ❖ Governing Body ❖ Head Teacher ❖ ALNCo ❖ Teaching/Non Teaching Staff ❖ Early Identification ❖ More able and talented ❖ English as an Additional Language ❖ Record keeping ❖ Monitoring Children’s Progress ❖ Teacher Concerns ❖ Progress ❖ School Action ❖ School Action Plus ❖ Statements ❖ Annual Review ❖ Transfer to Secondary School ❖ Partnerships ❖ Resources ❖ Funding ❖ Evaluation ❖ Complaints Procedure ❖ Working in partnerships with other agencies ❖ Monitoring and policy review APPENDIX IDP and Annual Review summary POLICY FOR SPECIAL EDUCATIONAL NEEDS 2 Introduction Penllergaer Primary School is a large Primary School serving the Penllergaer village catchment area encompassing, Parc Penderri, Tircoed, and Parc Penllergaer Housing Estates. The school is on three sites and hosts two STFs for Profound and Multiple Learning Difficulties. Our Special Needs Policy has been developed through a whole school approach to ensure that children with ALN are consistently identified and provided for, and that all staff, parents and governors are aware of the current policy and can play an active part in its development. The current policy has been written in response to new ALNET Act for Wales and should be seen as part of a process of change. It seeks to provide a clear and consistent base line for the development of an effective education programme, building on existing good practice, to meet the needs of children experiencing learning difficulties. The Additional Learning Needs Policy is not an isolated document but is contained within existing school policies and is complementary to them. At the heart of the work of every class lies a cycle of planning, teaching and assessing. These arrangements take account of the wide range of abilities, aptitudes and interests that children bring to school and the majority of children will learn and progress within these arrangements. Those who have difficulty in doing so may have special educational needs. The Additional Learning Needs Co-ordinator (ALNCo) is Mrs Helena Griffiths. Mrs Liddiard is employed for fulltime as ALNCo Support. Mrs Helen Roberts is the designated Governor for ALN. There are a few Learning Support Assistants in school working in close liaison with the class teachers and the ALNCo in both the Foundation and key stage 2 sections of the school. At Penllergaer Primary School our aim is to offer equal educational opportunity to all children regardless of race, creed, sex or ability. Children are admitted according to the LA policy. We wish to make our School accessible to parents and pupils with a disability in accordance with the Special Educational Needs and Disabilities Act 2001, and the ALNET Act for Wales 2018 All children have a human right to be educated alongside their peers. At Penllergaer Primary we are fully committed to meeting the needs of all children including those pupils with Special Educational Needs so far as is reasonably practicable and compatible with the provision of the efficient education of other pupils. In meeting these responsibilities, Penllergaer Primary has due regard to the ALNET Bill 2018 and the Disability Discrimination Act 2001. Definition of Special Educational Needs Penllergaer Primary follows the ALNET Act definition: 3 “Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.” At Penllergaer we recognise that children have a learning difficulty if they: (1) A person has additional learning needs if he or she has a learning difficulty or disability (whether the learning difficulty or disability arises from a medical condition or otherwise) which calls for additional learning provision. (2) A child of compulsory school age or person over that age has a learning difficulty or disability if he or she— (a) has a significantly greater difficulty in learning than the majority of others of the same age, or (b) has a disability for the purposes of the Equality Act 2010 (c. 15) which prevents or hinders him or her from making use of facilities for education or training of a kind generally provided for others of the same age in mainstream maintained schools or mainstream institutions in the further education sector. (3) A child under compulsory school age has a learning difficulty or disability if he or she is, or would be if no additional learning provision were made, likely to be within subsection (2) when of compulsory school age. (4) A person does not have a learning difficulty or disability solely because the language (or form of language) in which he or she is or will be taught is different from a language (or form of language) which is or has been used at home. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. (Code for Wales 2002) A copy of the ‘ALNET Act for Wales’ will be kept in the main office. In this policy the ‘The Special Educational Needs Code of Practice for Wales will be referred to as the ‘Code for Wales’. The staff at Penllergaer Primary School recognise that children will have needs and requirements which may well fall into one of the four areas described in the Code for Wales. These areas of need are: - Communication and Interaction - Cognition and Learning - Emotional, Behaviour and Social Development - Sensory and/or Physical Principles and Values Penllergaer Primary approach to teaching and learning can be found detailed in the respective policy. The principles outlined here apply also to children with ALN, unless assessments and/or knowledge of the child deem it necessary to teach the child otherwise. Aims Our aim is that all pupils attending the school, which are perceived to have learning problems, whether they are temporary or permanent, are individually assessed and supported in the manner deemed most appropriate to aid development and enable them to experience success. The school recognises the value of early Identification and aims to provide support as early as possible. Objectives 4 1. To ensure that the statutory and non-statutory parts of the ALNET Act for Wales for Wales, are implemented in Penllergaer Primary School. 2. To ensure children with special educational needs are included within the mainstream classroom providing experience of learning within groups of mixed ability, race and gender. 3. To ensure that all children have access to a relevant broad and balanced education including the National Curriculum, differentiated by their teachers to meet their individual needs; Children with ALN will experience plans of work specific to their needs. 4. To ensure the responsibility for educating children with ALN. lies with the whole staff. 5. To ensure that Additional Learning Needs are identified and assessed as early as possible 6. To ensure pupils’ needs are met as soon as is practicable 7. To work in close partnership with parents/carers and encourage pupil participation 8. To work proactively with the LA and other agencies, including Social Services, parent support groups, psychologists and medical services, in identifying, assessing and meeting special educational needs. 9. To maintain and develop a range of expertise within the school 10. To monitor, review and evaluate policy and provision on a regular and systematic basis. Critical Success Factors The Governing Body and staff at Penllergaer Primary School ensure that the fundamental principles are met by implementing critical success factors. These include: • managing and deploying resources to ensure that all children’s needs are met; • working together with the local education authority to ensure that any child’s special educational needs are identified early; • exploiting best practice when devising interventions; • considering the views of the child concerned, in the light of their age and understanding; • working in partnership with parents and taking into account the views of individual parents; • regularly reviewing interventions for each child; • close co-operation between all agencies concerned and a multi-disciplinary approach to the resolution of issues. Roles and Responsibilities The duties of the governing body In recognising the aims and objectives within the school the governing body at Penllergaer Primary will make best endeavour to: • ensure that the necessary provision is made for any child with ALN 5 • ensure that, where the ‘responsible person’ - the head teacher or the appropriate governor has been informed that a pupil has ALN, those needs are made known to all who are likely to teach him or her. • ensure that the teachers in the school are aware of the importance of identifying, and providing for, those pupils who have ALN. • report annually to parents on the implementation of the school’s policy for pupils with ALN . • ensure that a pupil with ALN joins in the activities of the school together with pupils who do not have special educational needs, so far as is reasonably practical and compatible with the child receiving the special educational provision their learning needs call for and the efficient education of the pupils with whom they are educated and the efficient use of resources. • have regard to the ALNET Act for Wales when carrying out their duties towards all pupils with special educational needs. The Governing Body is aware of the budgetary requirements for ALN provision. The budget for ALN provides for TA staff, material resources and staff training.

Load more